Reproductive Health Psychology

Code:

LPSI211

Acronym:

PSR

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2024/2025 - 1S

Active?	Yes
Web Page:	https://psicologiasaudereprodutiva.fpce.up.pt/
Responsible unit:	Psychology
Course/CS Responsible:	First degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSIC	66	Official Curricular Structure	2	-	3	27	81

Teaching language

Portuguese
Obs.: Reproductive Health Psychology - suitable for English speakers

Objectives

* familiarize students with Reproductive Health Psychology;
* allow to know the different fields and intervention of the psychologist within Reproductive Health;
* sensitize to basic intervention skills within Reproductive Health specific contexts;
* promote a critical view on Reproductive Health policies;
* foster a proactive atitude regarding inclusion when considering the different options individuals have throughout their reproductive life cycles.

Learning outcomes and competences

Having successfully completed this course the student will be able to:

1. Outline the types of topics and problems reproductive health psychology is concerned with
2. Understand reproductive health from a global and multi-perspective analysis regarding awareness, engagement and prevention
3. Demonstrate a knowledge of research in reproductive health psychology and critically evaluate different perspectives and key studies, as well as claims made in popular media for their scientific merit
4. Describe and evaluate key health psychology theories that support psychological intervention within reproductive health
5. Apply the obtained knowledge in theories and research findings to address reproductive health-related issues

Working method

Presencial

Program

1. Reproductive health: clinical, social, anthropological and psychological perspectives


2. Major Health Psychology theories and empirical research in Reproductive Health Psychology


3. Sexual education throughout the lifecycle


4. Family planning and the reproductive life plan


5. Gestational loss and abortion


6. Pregnancy and the transition to parenthood


7. Assisted reproductive techniques


8. Menopause and andropause


9. Psychological and counselling training of reproductive health professionals

Mandatory literature

Olga B. A. Van den Akker; Reproductive health psychology. ISBN: 978-0-470-68337-8
Martins M.V., Peterson B, Almeida V, Mesquita-Guimarães J and Costa M (2014); Dyadic dynamics of perceived social support in couples facing infertility. Human Reproduction 2014; 29:83-89. (https://www.researchgate.net/publication/258445854_Dyadic_Dynamics_of_Perceived_Social_Support_in_Couples_Facing_Infertility)
Martins, M. V., Basto-Pereira, M., Pedro, J., Peterson, B., Almeida, V., Schmidt, L., & Costa, M. E. (2016). ; Male psychological adaptation to unsuccessful medically assisted reproduction treatments: a systematic review. Human reproduction update, 22(4), 466-478. (https://www.researchgate.net/publication/299394210_Male_Psychological_Adaptation_to_Unsuccessful_Medically_Assisted_Reproduction_Treatments_A_Systematic_Review)
Pedro, J., Brandão, T., Schmidt, L., Costa, M. E., & Martins, M. V. (2018). ; What do people know about fertility? A systematic review on fertility awareness and its associated factors. Upsala journal of medical sciences, 123(2), 71-81 (https://www.researchgate.net/publication/325871761_What_do_people_know_about_fertility_A_systematic_review_on_fertility_awareness_and_its_associated_factors)
Women’s emotional adjustment to IVF: a systematic review of 25 years of research. Human Reproduction Update,13(1): p. 27-36.; Verhaak, C.M., et al.(2007)

Complementary Bibliography

da Silva, A. D., Costa, M. E., & Martins, M. ; A vivência do luto por perda gestacional na perspectiva do casal: revisão de escopo. Revista Brasileira de Sociologia da Emoção,18(54), 77-86. (https://repositorio-aberto.up.pt/handle/10216/124109)
Martins, M. V., Peterson, B. D., Almeida, V. M., & Costa, M. E. (2011).; Direct and indirect effects of perceived social support on women's infertility-related stress. Human Reproduction, 26(8), 2113-2121. (https://www.researchgate.net/publication/51150558_Direct_and_indirect_effects_of_perceived_social_support_on_women%27s_infertility-related_stress)
Schmidt, L. (2009); Social and psychological consequences of infertility and assisted reproduction-what are the research priorities? Human Fertility, 12(1): p. 14-20.
World Health Organization, United Nations Population Fund, & Key Centre for Women's Health in Society. (2009). ; Mental health aspects of women's reproductive health: a global review of the literature.
Greil, A. L., Slauson‐Blevins, K., & McQuillan, J. (2010); The experience of infertility: a review of recent literature. Sociology of health & illness, 32(1), 140-162.
Kirkman-Brown, J. C., & Martins, M. V. (2020). ; ‘Genes versus children’: if the goal is parenthood, are we using the optimal approach?. Human Reproduction, 35(1), 5-11. (https://repositorio-aberto.up.pt/bitstream/10216/125322/2/374806.pdf)

Teaching methods and learning activities

All classes have both a theoretical and practical component, involving i) the exposure of contents and discussion with contributes from teacher, other reproductive-health professionals and students; ii) the acquisition of soft skills through role-playing and problem-solving exercises in small groups, as well as visualizing and discussing videos showing interventions within reproductive health psychology.

The laboratoty component is based on a problem-Based Learning approach. It is intended to privilege student autonomy developing solutions for complex problems, appropriate to their cognitive level. Workgroup and discussion / reflection are encouraged in group sessions. The classes are designed to present topics and real-life examples of application.

Evaluation consists of three mandatory parts:

(A) individual continuous evaluation (40%)

(B) Work group  (60%)

 

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	40,00
Trabalho prático ou de projeto	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	1,00
Elaboração de projeto	30,00
Estudo autónomo	10,00
Frequência das aulas	30,00
Trabalho de investigação	10,00
Total:	81,00

Eligibility for exams

The student must be present in 75% of the given lectures. Approval requires a minimum grade of 10/20 on the project, and 8/20 on tests.

Calculation formula of final grade

Final grade = (A)*0,40+(B)*0,60

Special assessment (TE, DA, ...)

Follows the general rules of FPCEUP (art. 11). Students under special regulations (e.g., working students) may complete the course via special evaluation conditions (e.g., individual work instead of group work; one exam instead of several quizzes), but must contact the teacher at the beginning of the semester to request this evaluation format.

Classification improvement

You could improve the following classifications: a) project, by presenting a reviewed version; and b) tests.

The final grade is calculated with the highest scores.

Improvements are accepted only once, and within the following year after approval (general assessment rules, University of Porto)